Analysis Of Student Learning

I. Introduction

Throughout this work sample, students have made progress through three separate
goals. All students were assessed on goals #1 and #2, though only 7 were assessed on
#3. This is due to the structure of the assignment and staggered presentations. This
analysis aims to analyze, draw conclusions, and make reflections on student learning
throughout this work sample. This analysis will focus on the goals of this work sample,
the outcomes of student learning for each goal, the assessments represented, and the
way that records of student data was kept, and how students received feedback.

II. Learning Goals

This section will focus on the goals, the data collected, and the learning
outcomes.These goals progressed throughout the unit, before and after the work
sample. These goals aim to help students reach the Marzano and Common Core
standards that have been set for them. To understand student learning for each goal,
graphics have been provided below. With each graphic is the specific goal students
were working on, as well as a summary of each assessment outcome. Red represents
“Does Not Meet”, orange represents “Partially Meets”, and green represents “Meets”.
Outlined below are the learning goals.

Learning goals:
1. Students will be able to accurately craft a central idea statement using at least
three pieces of supporting evidence from a given article.
2. Students will be able to apply formal writing style to craft an informational essay.
*
a. Students will be able to accurately differentiate between formal and
informal writing styles.
b. Students will be able to recall and define, identify, and record
characteristics of formal writing style.
3. Students will be able to give a formal presentation on a book of their choosing.
a. Students will be able to identify the title, author, and genre of their chosen
book.
b. Students will be able to accurately connect their chosen book to a
previous learning target.
 c. Students will be able to present their work to the class in a clear and
precise manner.
* The completion of this learning goal is not seen in this work sample. Students were
working on a & b of this learning goal through this work sample. Due to extenuating
circumstances, students will not be working on completing this learning goal for the
foreseeable future.

III. Student Learning Data

Figure #1

Figure #1 represents the first goal: students will be able to accurately craft a central idea
statement using at least three pieces of supporting evidence from a given article.
The assessments represented here are:
1. Pre-Assessment of Central Idea (Given ​pre​ work sample)

This pre-assessment was given at the end of January. This unit continued until the end
of this work sample.

2. Summative Central Idea Organizer

Only the summative is represented here, because this was the overall goal of all student
work on the central idea organizer. Please refer to lesson #2 for a class breakdown of
students’ corrections progress for that particular day. Students made continuous
corrections until they achieved mastery. By keeping only the summative represented
here, it shows that even though some students may have taken longer to get here, they
all (but one) reached a point of mastery. Students’ learning was individualized
throughout this entire process with the checks and circles method. This means that
each student’s corrections and feedback may have looked a little different, but everyone
was given the opportunity to succeed. A corrections guide made this possible for
students as a stepping stone, but many required individualized feedback through
conversations and on-paper notes as they went through the process.
 Student Pre-Assessment Central Central Idea Summative
Idea

N ABS/ Did not complete

The data represented in this table shows that out of 19 students, nine students did not
meet, two partially met, and eight met when the unit on central idea began. At the end of
the unit, 18 students met the learning goal, and only one student did not meet. Knowing
that many (57%) students did not meet at the beginning of the unit, it was clear that
whole class instruction on central idea would be necessary. Though whole class
instruction was given, students’ work was differentiated by lexile level and the amount of
scaffolding on their beginning organizers. Students were also given as many chances
as needed and as much time as needed to successfully complete central idea
assignments.

Figure #2
Figure #2 represents goal #2: Students will be able to apply formal writing style to craft
an informational essay.
a. Students will be able to accurately differentiate between formal and
informal writing styles.
b. Students will be able to recall and define, identify, and record
characteristics of formal writing style.
Unfortunately, due to circumstances out of control, this goal is unable to be completed
through this work sample. Data represented here is through the second exit ticket in this
sample. The assessments represented here are the Formal Style Pre Assessment and
the Formal Style Exit Ticket.
Student Formal Style Formal Style Exit Exit Ticket
Definition Characteristics Ticket Formal
Pre-Assessment Pre-Assessment Formal Characteristics
Style

ABS/ Did ABS/ Did not

B not turn in turn in

ABS/ Did ABS/ Did not

H not turn in turn in

K
 L

ABS/ Did not ABS/ Did not ABS/ Did ABS/ Did not
N complete complete not turn in turn in

ABS/ Did ABS/ Did not

R not turn in turn in

S
Data in this chart represents whether or not students were able to define formal style
and identify at least two characteristics of formal style. Only one student met the
learning goal for the pre-assessment of formal style definition. At the formative exit
ticket mark, eight students did not meet, six partially met, and five met. For
characteristics, three students did not meet, five partially met, and 11 met the learning
goals on the pre-assessment. At the formative mark, five did not meet, four of those due
to absences and failure to turn work in after absences, four partially met, and 11 met the
learning goal of being able to name at least two characteristics. After receiving
pre-assessment data, it was clear that whole class instruction was necessary, as well as
learning opportunities for students to practice. Differentiation after the pre-assessment
was not needed, as most, 95% of students, did not meet the pre-assessment goal of a
definition of formal style.

As reflected on in Lesson #2, students were incredibly interested in asking reflective

and on topic questions. This signaled to me that many of them were curious, but had
not learned about “formal style” before. This was a reinforcer to knowing that students
needed, and wanted, whole class instruction on this topic.

Figure #3

Figure #3 represents goal #3: Students will be able to give a formal presentation on a
book of their choosing.
c. Students will be able to identify the title, author, and genre of their
chosen book.
 d. Students will be able to accurately connect their chosen book to a
previous learning target.
e. Students will be able to present their work to the class in a clear
and precise manner.

The assessments represented in this graph are the book talk conferences (scored
based on completion) and the Book Talk itself.

Student Conference? Presentation (Did

(Completion) students meet
the above
learning goals?)

Of this goal, only one student failed to meet the learning goals. All students met the
conference goal. For this assignment, differentiation was necessary for each student.
To complete (and meet) the formative assignment, students needed to read and look at
the checklist for their book talk with myself or Ms. Viscardi. During this conference,
students got specific feedback on what they needed to add to help them meet the
learning goal. Students’ conferences were also done when students were ready and
available. Many conferences were done during workshop time, though some were done
during their CORE+ Study (study hall) time or even during CORE (homeroom).

IV. Record Keeping and Student Feedback

Student records were kept in two different ways. The first being powerschool.
Grades were input into power school once they were complete. Student grades were
not input until a final version had been reached, this means that students either
completed corrections, or failed to complete corrections and their original grade went
into powerschool at the end of the trimester. On going grades were kept in a google
spreadsheet. This meant that grades could be constantly updated and referred to in
different stages of completion.
Student feedback was given with the “checks and circles” method and small
comments on their papers for the “Selfie Organizer” assignment and with scored rubrics
for the book talks. Students passed in their organizers and feedback was given to them
during the next class. Students also had the opportunity to come in and get help on their
“Selfie Organizers” during CORE+ Study time, or during other parts of the day that they
had free time (CORE, Extended Learning). Student grades were also input into
powerschool once complete. A “0-Missing” went into powerschool to alert students that
their organizer had not been turned in if nothing had been seen by the due date.

V. Conclusion
As a whole, student progression on central idea was immense. At the beginning
of the unit 11 students were below meets, at the conclusion of central idea, all but one
student was above meets. Percentage of students meeting went from 42% to 94.7%.
For formal style, 18 out of 19, or 94.7% of students were below meets at the
pre-assessment mark for a definition of formal style. At the first exit ticket, 73% of
students were below meets. Because this exit ticket was given directly after notes, I
have confidence that students will continue to progress further towards an
understanding of formal style.